Identifying the effects of interactive videos in flipped-course instruction

TILT Program: Teaching and Learning Development Grant (TLDG)

Principal Investigator: Naoko Takei, senior lecturer, Department of World Languages and Literatures, Faculty of Arts and Social Sciences

Project Team: Pauline Tiong, TILT research assistant; Chunhong Liu, research assistant, Faculty of Education 

Timeframe: August 2021 to January 2024

 TILT Support: $1250; up to 100 hours of TILT research assistant time and up to $450 for participant incentives

 Courses Addressed: JAPN 100 – Japanese I (Introductory Japanese language course)

Final Report: View Naoko Takei's final report (PDF)

Description:

This project investigated the role of interactive instructional videos with embedded quizzes in supporting flipped-course instruction in an introductory Japanese language course (JAPN 100). The project addressed a pedagogical concern common in flipped and blended learning environments: whether students meaningfully engage with prerecorded lecture videos and how such engagement influences learning behaviors, motivation, and classroom experiences.

The project was inspired by the growing use of flipped instruction in language education and the increased reliance on video-based learning resources, especially during and following the shift to remote teaching. While lecture videos are widely adopted, instructors often express concern that students may not watch them attentively or at all. To address this issue, the project explored the use of H5P interactive videos that embed quizzes directly into instructional content, designed to promote active viewing and self-regulated learning.

Key findings showed strong student engagement with the interactive videos: 66% of students reported watching almost all videos, and 93% attempted the embedded quizzes despite the quizzes not being graded. Students reported that the videos supported preparation for class, increased confidence, and enhanced participation during synchronous speaking activities. Interview data indicated that interactive videos increased motivation and interest in learning Japanese for most participants. Instructors and teaching assistants also observed smoother class flow and improved student preparedness compared to prior semesters.

Qualitative and usage data strongly supported the positive role of interactive videos within a flipped learning model. Future steps include refining video length, balancing video-based instruction with in-class explanations, and expanding interactive video resources to higher-level language courses.

Questions Addressed

• To what extent do interactive video quizzes encourage students to view instructional lecture videos as part of the asynchronous component of a course?
• Do interactive video quizzes increase the number of attempts students try them and the associated quiz scores?

Knowledge Sharing: Findings will be shared with colleagues within the Department of World Languages and Literatures. Conference presentations have been made at ALIA World Congress 2024 and the CALICO Conference 2024. The instructional videos are openly shared as teaching resources. Plans for future journal publication are under consideration.

Keywords: Flipped-course instruction, interactive learning videos, H5P, student engagement, self-regulated learning, language education, instructional design, asynchronous learning, technology-enhanced learning